Health Sciences University of Hokkaido Academic Repository / 北海道医療大学学術リポジトリ
Not a member yet
4366 research outputs found
Sort by
Social Work Practice Experience and Evaluation in the Year of the New Curriculum Introduction ―From the results of a survey of students who experienced the OSCE―
Get PDF本研究では、実習前にOSCE（客観的臨床技能評価）を位置づけたＡ大学の新カリキュラム実習導入年次の学生34名を対象に実習終了後に行った実習経験に関する主観的評価を明らかにする調査を通じて、ソーシャルワーク実習教育における検討課題を得ることを目的とした。
本研究の調査結果では、ソーシャルワーク実習において、全員が臨床参加型実習経験（実施・試行、同行・同席・閲覧）を経験していた。そのうち、93.8％の学生が能動的体験（実施・試行）の経験を得ていた。能動的体験の経験項目は、クライエントの不利益の回避のために実習生の能力の見極めを要する利用者・家族等とのかかわりや面接が最も多かった。一方で、他職種・他機関とのかかわりは臨床参加型実習経験は得ているが、能動的体験は限定的であった。学生は、能動的体験（実施・試行）を、自らの実習成果との関係で肯定的に評価し、現場に身を置くことで【現場のリアルと経験の意義】を認識し、【同席・同行で得た視点をもとに実施】により、【アウトプット実践と思考の深まり】を生み、【自律した思考が生まれる】経験となっていた。
以上を踏まえ、今後のソーシャルワーク実習教育に向けた検討課題として、「実施体験に必要となる技能の明確化」、「実習前の技能の確認方法の標準化」、「実習スーパービジョンのあり方」を指摘した。This study surveyed 34 students at University A to identify issues for social work practice education.
The new practice curriculum was implemented, and the OSCE was positioned before practice. Of these, 93.8% of students had experience of active participation (implementation/trial). The most common active experience was interviewing users, family members, which requires discernment of the trainee’s competence to avoid harm to the client. On the other hand, while they had experience of participating in clinical training with other professions and organizations, their active experience was limited. The students positively evaluated the active experience (implementation and trial) in relation to their own practical training results, and by being in the field they recognized the [realities of the field and the significance of the experience], and through [implementation based on the perspective gained by being present and accompanying], they were able to create [output practice and deepening of thought], and it was an experience that led to [the birth of autonomous thought].
The following issues were identified for future social work practice education:‘ clarifying the skills required’,‘ standardizing the methods for checking skills’ and‘ the nature of practice supervision’.departmental bulletin pape
Changes and Educational Effects of Students in the Process of Creating Works of Art Using Dialogue as a Material ―Analysis of reports of students who participated in the CHABUDAI Project
Get PDFCHABUDAIプロジェクトは、精神科病院にアーティストが滞在し、患者やスタッフとのさまざまな交流のなかから制作や作品の構想を考えるプロジェクト「フィフス・シーズン」から着想を得た。「アーティストが見るものや触れるものからインスピレーションを受け、自身を見つめ直し、制作に取り組む過程」をアレンジし、精神障害を「生きづらさ」や「これまでの苦労」として捉え、語ってもらうことと芸術表現教育を組み合わせられないかと考え「CHABUDAIプロジェクト」を立ち上げた。
本論文では、２0２0年9 月の開始から２0２１年１0月に開催したグループ展までの活動に参加した２３名の課題レポートから学生の変化と教育的効果について考察をおこなった。
その結果、全体的に学び・経験・プロジェクトについて肯定的な意見が多かった。特にコロナ禍において、「人とのつながりを実感できた」という意見も多く、オンラインを用いたCHABUDAIプロジェクトの特徴も活かすことができたと考える。
学びと作品制作という二つの側面を持つ相互作用を重視したCHABUDAIプロジェクトでは、決して正解を定めず、対話を通じて、個々人の考えや価値観を尊重しつつ、学びの課程を大切にしてきたことが学生の感想からもわかる。対話的な学習経験においては、学び自体が参加者の相互作用によって即興的に作り出されていく。この過程における一人では思いつかなかった様々な気づきや学びを学生たちは体験できたのではないだろうか。The CHABUDAI project was inspired by the “Fifth Season,” a project in which artists stay in psychiatric hospitals and think about the concept of production and artwork through various interactions with patients and staff. The CHABUDAI Project was launched in the hope of combining education in artistic expression with a discussion of mental disorders as“ difficulties in life” and“ past hardships” by arranging “the process in which artists are inspired by what they see and touch, reflect on themselves, and work on their creations. The project was launched in the hope of combining the education of artistic expression with the process of creating art.
In this paper, we examine the changes in the students and the educational effects of the project based on the reports of 23 students who participated in the activities from the start of the project in September 2020 to the group exhibition held in October 2021.
The results showed that, overall, the students were positive about their learning, experiences, and projects. In particular, many students commented that they were able to“ feel the connection with other people” during the Corona Disaster, and we believe that we were able to take advantage of the features of the CHABUDAI project using online technology.
In the CHABUDAI Project, which emphasizes interaction between the two aspects of learning and artwork production, it is clear from the students’ comments that the project has never set correct answers, but has valued the learning process through dialogue, respecting each individual’s ideas and values. In an interactive learning experience, the learning itself is improvised by the interaction of the participants. In this process, students may have experienced a variety of insights and learning that they could not have imagined on their own.departmental bulletin pape